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The impact of valenced verbal information on implicit and explicit evaluation : the role of information diagnosticity, primacy, and memory cueing

Pieter Van Dessel (UGent) , Jeremy Cone, Anne Gast (UGent) and Jan De Houwer (UGent)
(2020) COGNITION & EMOTION. 34(1). p.74-85
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Abstract
Previous research has shown that the presentation of valenced information about a target stimulus sometimes has different effects on implicit and explicit stimulus evaluations. Importantly, however, research examining the moderators of implicit-explicit dissociations has often failed to account for differences in the properties of the instruments used to measure implicit and explicit evaluations, preventing a clear interpretation of the results. In an effort to overcome these limitations, we conducted a study that probed the impact of valenced information on implicit and explicit evaluations as measured with procedures that were matched on methodological factors. Participants first read positive and negative information about a person named Bob and then completed measures of implicit and explicit evaluations of Bob. We examined the moderating effect of three characteristics: information diagnosticity, primacy, and whether information retrieval was cued during evaluation. Results of two high-powered experiments showed an effect of diagnosticity on implicit and explicit evaluations, replicating previous work, and extending it to new evaluation measures. We observed primacy effects on explicit evaluations in Experiment 1 and on implicit evaluations in Experiment 2. However, we did not observe memory cueing effects or any interactions. We discuss practical implications as well as implications for cognitive evaluation theories.
Keywords
1ST IMPRESSIONS, ASSOCIATION TEST, EASIER DONE, PERSUASION, REINTERPRETATION, BEHAVIOR, UNDONE, MINDS, TESTS, Implicit evaluation, implicit-explicit dissociation, structural fit, diagnosticity, memory cueing, primacy

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Citation

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MLA
Van Dessel, Pieter, et al. “The Impact of Valenced Verbal Information on Implicit and Explicit Evaluation : The Role of Information Diagnosticity, Primacy, and Memory Cueing.” COGNITION & EMOTION, vol. 34, no. 1, 2020, pp. 74–85, doi:10.1080/02699931.2019.1594703.
APA
Van Dessel, P., Cone, J., Gast, A., & De Houwer, J. (2020). The impact of valenced verbal information on implicit and explicit evaluation : the role of information diagnosticity, primacy, and memory cueing. COGNITION & EMOTION, 34(1), 74–85. https://doi.org/10.1080/02699931.2019.1594703
Chicago author-date
Van Dessel, Pieter, Jeremy Cone, Anne Gast, and Jan De Houwer. 2020. “The Impact of Valenced Verbal Information on Implicit and Explicit Evaluation : The Role of Information Diagnosticity, Primacy, and Memory Cueing.” COGNITION & EMOTION 34 (1): 74–85. https://doi.org/10.1080/02699931.2019.1594703.
Chicago author-date (all authors)
Van Dessel, Pieter, Jeremy Cone, Anne Gast, and Jan De Houwer. 2020. “The Impact of Valenced Verbal Information on Implicit and Explicit Evaluation : The Role of Information Diagnosticity, Primacy, and Memory Cueing.” COGNITION & EMOTION 34 (1): 74–85. doi:10.1080/02699931.2019.1594703.
Vancouver
1.
Van Dessel P, Cone J, Gast A, De Houwer J. The impact of valenced verbal information on implicit and explicit evaluation : the role of information diagnosticity, primacy, and memory cueing. COGNITION & EMOTION. 2020;34(1):74–85.
IEEE
[1]
P. Van Dessel, J. Cone, A. Gast, and J. De Houwer, “The impact of valenced verbal information on implicit and explicit evaluation : the role of information diagnosticity, primacy, and memory cueing,” COGNITION & EMOTION, vol. 34, no. 1, pp. 74–85, 2020.
@article{8650011,
  abstract     = {Previous research has shown that the presentation of valenced information about a target stimulus sometimes has different effects on implicit and explicit stimulus evaluations. Importantly, however, research examining the moderators of implicit-explicit dissociations has often failed to account for differences in the properties of the instruments used to measure implicit and explicit evaluations, preventing a clear interpretation of the results. In an effort to overcome these limitations, we conducted a study that probed the impact of valenced information on implicit and explicit evaluations as measured with procedures that were matched on methodological factors. Participants first read positive and negative information about a person named Bob and then completed measures of implicit and explicit evaluations of Bob. We examined the moderating effect of three characteristics: information diagnosticity, primacy, and whether information retrieval was cued during evaluation. Results of two high-powered experiments showed an effect of diagnosticity on implicit and explicit evaluations, replicating previous work, and extending it to new evaluation measures. We observed primacy effects on explicit evaluations in Experiment 1 and on implicit evaluations in Experiment 2. However, we did not observe memory cueing effects or any interactions. We discuss practical implications as well as implications for cognitive evaluation theories.},
  author       = {Van Dessel, Pieter and Cone, Jeremy and Gast, Anne and De Houwer, Jan},
  issn         = {0269-9931},
  journal      = {COGNITION & EMOTION},
  keywords     = {1ST IMPRESSIONS,ASSOCIATION TEST,EASIER DONE,PERSUASION,REINTERPRETATION,BEHAVIOR,UNDONE,MINDS,TESTS,Implicit evaluation,implicit-explicit dissociation,structural fit,diagnosticity,memory cueing,primacy},
  language     = {eng},
  number       = {1},
  pages        = {74--85},
  title        = {The impact of valenced verbal information on implicit and explicit evaluation : the role of information diagnosticity, primacy, and memory cueing},
  url          = {http://dx.doi.org/10.1080/02699931.2019.1594703},
  volume       = {34},
  year         = {2020},
}

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